International Journal of Higher Education Pedagogies

Fostering Global Collaboration and Innovation through Project-Based Learning

Carinda Christien Williams, Clarise Letitia Mostert — Mon, 30 Mar 2026 00:00:00 +0000

This paper explores the effectiveness of global collaborative project-based learning (PBL) where students from four different global higher institutions worked together to develop an online game centred on internationalization linked to the Sustainable Development Goals (SDGs). This distinctive initiative took place over a short span of 24 hours where the students participated in the design thinking process with the different institutions transferring their ideas to the next after an 8-hour cycle. The aim of the global collaboration project was to raise awareness of global sustainability challenges while advocating global cultural awareness and understanding. Various significant findings were uncovered by means of qualitative inductive constant comparative analysis. Findings indicated the student’s overall experience with the project including their perceived benefits and challenges, as well as suggestions on how the global collaborative project-based learning project can be improved. The findings offer insight into innovative learning approaches and do not only provide students with the essential skills such as including cross cultural awareness, time management, communication, problem solving, adaptability and resilience, but also fosters cultural awareness and sensitivity, which is fundamental in solving future global challenges. This paper emphasizes the impact of global collaboration in education in developing future leaders by equipping students for practical problem-solving in a more interconnected global environment.

Student Teachers on Pedagogical Practice: A Third-Party Perspective

Renáta Orosová, Michal Novocký, Beáta Galajda, Sona Szabó — Mon, 30 Mar 2026 00:00:00 +0000

The aim of the study is to analyze the opinions of mentor teachers on the evaluation of professional competencies and specific skills of student teachers at Pavol Jozef Šafárik University in Košice. A self-developed scaled questionnaire was used for data collection. Its validation through exploratory factor analysis demonstrated the existence of four factors (didactic-methodological, developmental, diagnostic, and evaluation competence). The research sample consisted of 105 mentor teachers cooperating with the Department of Pedagogy at UPJŠ. A statistically significant difference was found in the evaluation of students' didactic-methodological and diagnostic competence during teaching practice by mentors in terms of location, as well as in the evaluation of students' diagnostic competence by mentors in terms of age (due to the application of multiple comparisons—where the significance level was made more stringent—effect size was given greater emphasis). In addition, although no statistically significant differences were found, substantive differences were observed in mentors’ evaluation of students’ didactic-methodological competence in terms of the method of acquiring teaching qualifications, and in mentors’ evaluation of students’ developmental competence in terms of performing the role of school leader. Within didactic-methodological competence, mentor teachers gave lower ratings to students' skills related to working with the curriculum content. Within developmental competence, lower ratings were given to students' skills related to performing professional reflection. Within diagnostic competence, mentor teachers rated students' skills in inclusive education lower. Finally, within evaluation competence, lower ratings were given to students' skills in applying multiple student assessment procedures.

Bridging the Skills Gap in Accounting Education: Integrating Intellectual and Personal Competencies for Future Professionals

Saeed Ali, Karim Abu — Mon, 30 Mar 2026 00:00:00 +0000

The evolving demands of the accounting profession require a shift in education that emphasizes both technical skills and the development of intellectual and personal competencies. This study investigates how these competencies are integrated into undergraduate accounting education in Ghana, focusing on their alignment with International Education Standard (IES) 3. Using a quantitative cross-sectional survey of 171 final-year accounting students from two public universities, the research evaluates the extent to which students acquire intellectual skills such as critical thinking and decision-making, along with personal skills such as time management and adaptability. Findings reveal a high level of skill acquisition, especially in areas like resource management, informed judgment, and recognizing when to seek expert advice. However, students face challenges in tackling unstructured, complex problems. The study also examines the interrelationship/influence between intellectual and personal skills and, teaching methods such as group discussions, internships, and case studies. Results show strong correlations and statistically significant influence between these pedagogical strategies and competencies development, highlighting the importance of experiential learning. The research concludes that curriculum reforms are necessary to better integrate intellectual and personal competencies, ensuring that graduates are well-prepared for the evolving business landscape. These insights are valuable for educators, policymakers, and professional bodies aiming to enhance graduate employability and professional readiness.